TitleA case study of contextual factors which influence the implementation of a model bilingual program
NameFranks, Elizabeth Jane (author), Lugg, Catherine A. (chair), Curran, Mary (internal member), Belzer, Alisa (internal member), Rutgers University, Graduate School of Education,
SubjectEducational Administration and Supervision,
Educational leadership--United States--Case studies,
Education, Bilingual--United States--Case studies,
United States.--No Child Left Behind Act of 2001
DescriptionThe political landscape of No Child Left Behind Act (NCLB) created a sense of urgency about the performance of the growing population of English learners. As a result, emerging studies examined the characteristics of principals’ and teachers’ practices in exemplary schools and model programs for English learners. However, no studies have examined the larger contextual framework which impacts these model programs for English learners. This dissertation study identified contextual factors that influenced the implementation of a model transitional bilingual program through the lenses of various stakeholders at all levels of one educational community. From the national perspective to the socio-cultural features and responses at the district level, to the background experiences and practices of the school leaders, this case study, completed over a twelve month period, triangulated data through interviews, observations and documents. A conceptual framework guided the initial data analysis followed with the identification of emerging patterns. The data indicated three major factors which shaped the implementation of a model bilingual program: political landscape, the district instructional leadership which shaped the principals’ interactions. First, the standards movement and accountability measures of the NCLB Act (2002) surfaced as a major catalyst at all levels. This legislation motivated this district to align standards, instruction and assessment to improve outcomes while pressuring principals to focus on test results (Honig, Copland, Rainey, Lorton & Newton, 2010; Johnson & Chrispeels, 2010). Accordingly, relational and structural organizations emerged as key factors in supporting the teaching and learning process (Johnson & Chrispeels, 2010). As district supervisors aligned the curriculum for all learners and provided consistent professional development, a knowledgeable bilingual director designed and supervised the district-wide bilingual program. Expert bilingual staff integrated initiatives throughout the system while maintaining the philosophical integrity of the bilingual program (Darling-Hammond et al., 2005; Griego-Jones, 1995). Finally, the principals’ cultural responsiveness and collaborative leadership styles influenced their interactions with school and community members (Carranza, 2010; Murphy, Elliott, Goldring & Porter, 2006). In summary, all district and school level administrators assumed responsibility for specific features of the bilingual program while all bilingual personnel expanded their responsibilities to implement district-wide initiatives.
NoteIncludes bibliographical references
Noteby Elizabeth Jane Franks
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.